Tag Archives: EDUCATION

How to Increase Poor Behaviour in Schools

Oversized classes

Clear research has shown that the ability of the teacher to teach reduces in relationship to the increase in the size of the class. This of course is an obvious correlation. Indeed, it has been suggested that teacher’s effectiveness increases rapidly as the class sizes go below 20.

Questions to ask are how then do teachers in schools with high pp percentages manage to both control and teach large classes? Particularly considering the increase in the numbers of children with SEMH. The evidence for this may be seen in the significant increase in exclusions in primary schools.

Reduced support services

Over the last 10 years there has been a significant drop in the support services available to schools in relation to children with SEMH.

  1. The increased cost of advice from the schools’ psychological service, coming out of an already squeezed school budget
  2. The admitted failure of both PCAMHS and CAMHS to respond significantly to school’s need for advice with more severe SEMH children, and the lack of long-term commitment to those pupils
  3. The reduction of teacher outreach services (BSS) for teachers and schools struggling with the more profound cases of mental instability and behavioural dysfunction
  4. Lack of quality social support services for schools struggling to manage severe pastoral problems
  5. The inconsistency of the hub system, often creating more problems than they solve

Inadequate analysis of behaviour

  1. Lack of appropriate tools for objective measurement of behaviour patterns of children and groups
  2. Lack of clear and reliable record keeping of incidents

Ineffective Insets on behaviour management

  1. Lack of available knowledge in the school to enable differentiation of presenting behavioural symptoms displayed in the school setting
  2. The virtual absence of appropriate targeted in-service training, on the management of children and carers presenting significant mental health problems.

Inadequate curriculum content

With a narrowed curriculum driven by league tables etc., schools now reduce the amount of time given to the more creative subjects. As a consequence, the more difficult children miss out on areas they may be more competent in, compared with more academic subjects, resulting in poor academic self-image. Research shows clearly that this poor academic self-image correlates strongly with poor pupil behaviour.

Insufficient differentiation

  1. With increased class sizes, differentiation is more complex and as SEMH pupils are often below average, they rarely succeed in the more academic subjects
  2. Differentiation can sometimes mean differentiation by outcome; creating a sense of failure reinforcing poor academic self-image

Insensitivity to pupils’ social dynamics

  1. Because of their behaviour, SEMH children are more likely to be isolated, or form dysfunctional negative groupings. As a consequence, their lack of inclusion causes significant difficulties for the teacher to manage
  2. Paradoxically, outside the classroom, these children have a very high self-image, but when that is exposed to the learning environment the pupil is conflicted, which challenges their self-image and consequently creates significant difficulties

Inconsistent behaviour management in school

  1. If there is inconsistency in adult’s responses to both good and bad behaviour, these sensitive fragile children are confused and consequently their behaviour becomes erratic.
  2. This is particularly evident in areas of free association and movement around the school where rules of conduct are not consistently applied by all managing adults.
  3. Research has shown that clear leadership built on sound and clear ownership by all staff regarding behaviour management significantly reduces behaviour problems.

In this field, so often the child is defined as the problem. However, this may not always be the case. Schools and individual teachers should constantly reassess the success or otherwise of their performance and strategies. Always keep in mind that the school experience of these very unfortunate children may be in sharp contrast to their environment out of school.

I would warn against punitive methods, because only through consistent co-ordinated positive reinforcement will many of these kids see the light of approval, giving them an opportunity to re-assess their own value, and take ownership of their own behaviour.

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Roy Howarth started his teaching career in London working in comprehensive education, remand homes and a 50-bed school for profoundly disturbed adolescents. He was then Headteacher at Northern House Special School in Oxford for over 20 years and now works in primary schools as a general advisor on both class management and behaviour management plans for individual pupils.

For 100 strategies to improve behaviour, Roy’s new book 100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties is out now!

 

 

 

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Beautifully Bilingual

I am lucky enough to have grown up within a large extended family rich in language and culture. My father was born in Portsmouth, Southsea with a ‘traditional’ mother and father in the sense that they sat down every Sunday for a roast lunch and forced my dad to attend church even though they never actually went themselves! My mother was born in Nairobi, Kenya and came to England where she met my dad at university and the story goes (as my dad likes to tell it) that my mum was something of a mysterious Indian beauty amongst the students and by the time my dad realised she wasn’t a rich, Hindu princess, they had already married!

My sister and I spent a lot of our school holidays either at my Nanima’s house playing with my cousins or at an Indian wedding, which seem to happen every other week! Hindu weddings are beautiful! Full of music, colour and dancing. And whilst I loved every minute of it, I barely understood anything that was happening as it was all spoken in Hindi, Guajarati or Urdu. As my Nanima also barely spoke any English and my mum herself spoke five different languages, it was decided that I should attend Saturday school and learn to speak, read and write Gujarati. I suddenly found myself in a new environment where I couldn’t understand what anyone was saying or read the workbooks or make friends, as most of the other children either spoke to each other in Gujarati or Hindi. I went home to my parents so upset to be out of my comfort zone that after a few meagre weeks, I eventually quit – something I continue to look back on regretfully.

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(Me (in the blue dress) and my beautifully bilingual family at my sisters English/Hindu wedding)

When I give training about teaching children with English with an additional language, I like teachers to experience first-hand what it is like for children new to English by asking them to follow simple instructions given in another language. The feedback is always ‘enlightening’. Imagine yourself in a new country, where you don’t know the spoken or the written language, the culture, the routines, the traditions. How would you navigate? How would you know where the toilets are? Or how to ask for help? This is what it is like for all children with EAL. On top of that, they would be dealing with getting used to having left their old familiar school, home, friends and possible family members – that’s a lot for any adult to deal with, let alone a child.

My advice to teachers is this: do your research! If you know you are about to have a new pupil, try and meet them and their parents beforehand (home visits are great for this). However, as we all know, sometimes you don’t have time to do this and a child suddenly appears in your class first thing Monday morning with no warning or information. So, make the time! Arrange to meet parents as soon as possible, consider that they might need an interpreter too. Find out basic information about the child; how do you pronounce their name? How much English do they understand? What do they like doing? Do they have any dietary requirements? Where are they from? (In Thailand, the head is considered to be the most sacred part of the body and so you should never touch their heads and in some Asian, African and Latin American countries it is deemed disrespectful to look a member of authority such as a teacher, in the eyes). Are they religious? How do you say key survival words or phrases such as toilet, lunch, home, sit, stand, coat on etc?

It is also important to make sure that children with EAL aren’t categorised as being in a low ability group or SEN group (although it is useful to find out from parents if they are concerned about their child’s development or speech in their home language). Many teachers can often mistake a child with EAL’s ‘silent’ phase as being SEN when actually they are simply watching, listening and observing.

An aspect of planning that I often see in schools is where teachers differentiate for ‘SEN/EAL’ – that’s not to say that you might use similar resources e.g. visual aids, but for many children with SEN they need lessons that are broken down in manageable steps and need to take in consideration sensory and physical needs. When working with children that are new to English, you should be thinking about pre-teaching key vocabulary in the form of games and fun activities, repetition, gestures, buddying up with another child or adult that may be able to translate.

My mum was one of the first EAL consultants in Croydon and she would go into schools and support teachers through training, observations and in-class support. Unfortunately today, due to our ever increasing cuts in all things related to the public sector, specialist consultants are few and far between. The feedback I often get from NQTs is that supporting children with EAL is barely covered in teacher training despite this being an area that the majority of new teachers struggle with.

I wanted to create a resource for Early Years teachers that was easy to access and not too ‘wordy’, understanding that teachers’ time is limited. I always loved the ‘50 Fantastic Ideas’ series because it let me dip in and out for new ideas and the activities were usually easy to resource and fun to do. So, I decided to write 50 Fantastic Ideas for Children with EAL. I tried to design the games and activities so that you would use them not as a stand-alone intervention for children with EAL because, as we all know, our time is stretched, but instead you can use them with a whole class or in small groups with children that might need encouragement to build relationships, to enhance their speech, to help with 9781472952639.jpgconfidence and to develop respect and knowledge of other cultures and customs. I recently hosted a network meeting for teachers in Southwark on how to support children with EAL in the class. Afterwards, one of the EYFS consultants said it was one of the highest attended meetings they had held which proves that it continues to be an area where even the most experienced teachers want help in. I hope that my book goes a little towards easing this need.

 

Natasha Wood has worked in the Early Years for nine years and has built a great breadth of knowledge in child development and play. Her latest book, 50 Fantastic Ideas for Children with EAL, is out now!

Why the Golden Horsemen Came Riding

Growing up, I knew almost nothing about Baghdad and the Middle East except that an author there had written the 1001 Nights, or the Arabian Nights as my Year 4 teacher used to call it. It’s a wonderful anthology of fairytales that has filled the heads of many a child with the notion of flying carpets, thieves hidden in wooden barrels, genies and magic lamps. I received the Bancroft Classics edition for my eighth birthday, which I re-read endlessly. No author was credited with the work on the front cover but I hardly noticed. I devoured the Sinbad films on telly too, especially the Ray Harryhousen versions which had incredible special effects. But of the real Baghdad, I remained mostly ignorant.

In my teenage years, the Middle East started to feature on the news, but nearly always shown in a bad light. Uprisings and terror attacks flickered across the television screens. News reports showed tanks lumbering across deserts, flat-roofed houses being blown up, grim-faced youths hijacking planes. Not surprisingly I never connected those images with the magical lands of ‘Open Sesame’ and delicious lakoum.

Fast forward a few decades and I am doing an author visit at a school in Bradford where I lived for over ten years. Most of the children were of Pakistani and Indian origin. It was a warm day and we were eating our lunch out in the playground. We got to talking about our most cherished wishes. One boy said in a broad Yorkshire accent, ‘my biggest wish is to go truffle hunting with my father in the Afghan mountains.’

It turned out the boy’s father was Afghani. Trapped in the fraught and long-winded process of sorting out his immigration paperwork, he still lived in Afghanistan. The son visited once a year but never during the truffle hunting season.  It was a Eureka moment for me. It brought images of a magical Middle East flooding back into my head. Not the clichéd magic of genies and flying carpets, but the enchantment of real life still tied to the land and the seasons.

I started reading up on life in Middle Eastern countries, now and in the past and I fell for its charm all over again. Baghdad especially drew my interest. Based around the ‘beyt al Hikma’, meaning ‘house of knowledge’, a world-famous library built in the 9th century, it established itself as a world leader in the arts, science and innovation.

As I started sharing my discoveries in my talks to schools, I learnt that most children, even those of Muslim heritage, were unaware of Baghdad’s glorious heyday, of its massive contribution to the worlds of science, mathematics, medicine, poetry and translation. Without its scholars and their mentors, including the powerful caliphs who built the libraries and schools, much of the writings of the ancient world would now be lost forever.

9781472955999.jpgToday the Golden Age of Islam is part of the National Curriculum in KS2. It’s the perfect opportunity to explore the real history of a culture we in the West so often overlook. My book The Golden Horsemen of Baghdad was written to accompany the subject. Like my other works for Bloomsbury Education, it’s a rollicking adventure but it is also packed with information and insight into the culture and the period. I hope you all enjoy it.

 

The Golden Horsemen of Baghdad is bestselling historical fiction author Saviour Pirotta’s latest novel. Out now!

‘IF’ For Teachers by Joshua Seigal

“I was inspired to write this poem during a workshop I ran for students, in which we looked at Rudyard Kipling’s famous poem ‘If’. I asked them to have a go at writing their own versions of the poem, based on their ideas about what constitutes an effective leader. I decided to give it a go too, and this is the result. Enjoy!”

If you can keep your voice when all about you
Are using theirs to bellow over you;
If you can dish out rules when all kids flout you
But see the humour in their flouting too;
If you can care and not get tired of caring
Or, being dissed, maintain a steady poise,
Or, being sworn at, not give way to swearing,
And see the stillness in amongst the noise;

If you can plan but not make plans your mistress;
If you can chill and have a nice weekend;
If you can still take care of all your business
And not let children drive you round the bend;
If you can bare to see the gifts you’ve given
Received by ingrates with a sullen grunt,
Or feel the fuel diminish, but stay driven
And smile when the Head is being a…difficult person to work with;

If you can make an ally of a parent
And both look out for what you think is best
For Little Johnny when he has been errant
And hasn’t done his work or passed his test;
If you can force your brain and heart and sinew
To teach the things that Ofsted says you should,
And so make sure the governors don’t bin you
And that the school maintains its place as ‘Good’;

If you can talk with yobs and keep composure
Or plug away when they don’t give a damn;
If you can act when there’s been ‘a disclosure’
And not display the news on Instagram;
If you can keep calm while you have to wing it
With sixty minutes worth of ‘drama games’,
Yours is the class, and everything that’s in it
And – which is more – you might not go insane.

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For more content from Joshua, follow him on Twitter or visit his website.

 

WHAT WOULD YOU ASK A POET?

How do you teach poetry?

Haven’t a clue – but I can tell you about some  really exciting poetry activities you can do with KS2 classes…

READ YOUR CLASS A POEM every morning. Every single morning. I know lots of KS2 teachers that do this and they say the results are manifold.

PUT ON POETRY CONCERTS/ASSEMBLIES – try whole classes performing poems such as Boneyard Rap (Wes Magee), Gran, Can You Rap? (Jack Ouseby), Little Red Rap/I Wanna Be A Star (Tony Mitton), Talking Turkeys (Benjamin Zephaniah), How To Turn Your Teacher Purple (by me..woops.).

twgsc-twitter-imagesv2-2WRITE POEMS AS PART OF YOUR CLASS TOPICS – poetry modules are great, but nothing beats writing poems for a real purpose – creating poems that express a subject matter that a class is enthused about and fully immersed in. Try shape poems (rivers, mountains, volcanoes, planets), kennings ( Ancient Egyptians, Greeks, Romans), haiku ( rainforest creatures, sea creatures), and best of all free verse (memories, real events) – children too easily get stuck in the rhyme rut. And you don’t need to be an expert in all the various forms of poetry – just knowing a few is absolutely fine!

PUBLISH CHILDREN’S POEMS around the school, in the hall, on the school website. And I’ve noticed that children love nothing more than having to take a brand new poem of theirs to show the headteacher!

FIND A RANGE OF POETRY BOOKS – single poet collections and themed anthologies. Set up a poetry corner or poetry book box. Public libraries always have a great selection of contemporary children’s poetry titles – and Oxfam bookshops too are usually good for poetry.

PUT UP POETRY TREES IN THE CLASS/HALL – featuring poems by the children, or the children’s favourite poems.

PHOTOCOPY POEMS and put them all over the school, down the corridors  – even in the lo0s!

HAVE A STAFFROOM POETRY READING one lunchtime. Share adult or children’s poems you like.

INVITE A POET IN … why not? A poet will model how to read/perform poems to an twgsc-twitter-imagesv2-1audience, as well as how to run poetry writing workshops in a classroom.

What advice do you have for teachers?

Apart from buying my Bloomsbury teachers’ book Let’s Do Poetry In Primary Schools! as well as multiple class copies of The World’s Greatest Space Cadet (sorry, that was cheeky! ) – and apart from the activities I have recommended earlier, I would say just go for it. And maybe find a teacher in your school that enjoys doing poetry with her/his class. Find out what they do, and what the results have been.

Quite a number of teachers I’ve met in the hundreds of schools I’ve visited over the last few years have said how much poetry has truly revitalised their English teaching, and got the boys in their classes really motivated. What not to like?

And even if you don’t especially like poetry yourself – and you don’t have to – simply try and source some poems and poetry activities that your class could have fun with and be stimulated by. You might be pleasantly surprised by the results. Enjoy!

book-launch-3-002An award-winning children’s poet, James Carter travels all over the cosmos (well, Britain) with his guitar (that’s Keith) to give lively poetry performances and workshops. James once had hair, extremely long hair (honestly), and he played in a really nasty ultra-loud heavy rock band. And, as a lifelong space cadet, James has discovered that poems are the best place to gather all his daydreamy thoughts. What’s more, he believes that daydreaming for ten minutes every day should be compulsory in all schools.

The World’s Greatest Space Cadet by James Carter is available to buy here 

Follow James on Twitter @JamesCarterPoet

www.jamescarterpoet.co.uk

How I became interested in Geography….

Stephen Scoffham, one of the authors of Teaching Primary Geography, reflects on what geography means to him and how he became interested in it.

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What is it that first attracted me to geography?  The simple answer is that I don’t really know. Some people seem to have a clear idea of what they are going to do in life from a very early age.  They want to be doctors, or vets, or to make lots of money in business.  I remember, as an infant, being asked what I wanted to do as a grown up.  I couldn’t really think of an answer but wriggled uncomfortably on my bottom instead.  ‘I want to be a train driver’ I finally blurted out without much conviction.  Fortunately, the teacher, Mrs Brown, seemed convinced.  In those days, when the railway engines were still driven by steam, being a train driver was a glamorous enough job which appealed to young boys.

Thinking back, perhaps it was looking at maps as we went on holiday by car which made me interested in geography.  And planning trips in the countryside must have nurtured my interest in the physical environment.  Also, my father, who was involved in planning in his role with the Local Authority, probably passed on his interest in design and architecture.  I know it sounds a bit naff but I remember enjoying colouring in maps and diagrams in my work at school.  At one point as an adolescent I spent a few weeks making a relief model of India during a spell of illness and forced convalescence.  This was a great hit and the geography teacher was delighted.  My model was proudly displayed on the wall of the geography room for quite a number of years after that.  No doubt it was discretely cleared away some time later when the builders came to redecorate. Anyway I don’t know what happened to it.

I studied geography at ‘A’ level (it wasn’t very well taught and I didn’t enjoy it that much) so I decided to branch out at university.  I opted for a general course which combined a number of subjects.  This was a bit of tricky balancing act as it meant switching from one topic to another and I didn’t have enough background knowledge to make sense of everything I was learning.  However, after three years I ended up with a sound degree and a specialism in philosophy and history.  Not a hint of geography at this stage.  Just a broad grounding in humanities which played to my interest in making links and connections.  I’ve been developing this way of thinking ever since.

On graduating I worked as a primary and secondary school teacher before becoming the Schools’ Officer for an Urban Studies Centre (community study base) in an historic town.  At the same time, I developed a career as a self-employed author of teachers’ and children’s books.  I gradually realised that my interest in the urban environment and outdoor learning was steering me towards geography.  I was also lucky enough to develop a long-term partnership with two local head teachers.  We began by working together on materials to support active learning in the school environment and immediate surroundings.  Then, after banging on many doors, we were appointed as consultants for a new school atlas series just as the National Curriculum was coming on stream. I moved into teacher education soon after that.  It has proved to be a wonderful and supportive professional environment ever since.

This latest book, Teaching Primary Geography, is also the result of a collaboration.  I first met the co-author, Paula Owens when she was a student in initial teacher education and we have both been deeply involved with the Geographical Association ever since.  Sharing ideas with Paula has been a really stimulating and creative process.  I always think that two minds are better than one and we are particularly proud of the way we have found ways to include sustainability and British values in each of the different areas of study.  We are both convinced that the curriculum needs to address contemporary issues.  Hopefully you will be too as you read through our ideas and suggestions.  Do let us know what you think.

pc403rzd_400x400Dr. Stephen Scoffham has published widely for schools and teachers in the field of primary geography. He is the editor for the Geographical  Association’s Primary Geography Handbook (2004, 2010), chief  consultant/author for the Collins Junior Atlas, UK in Maps and World in Maps and joint author of the newly issued Collins Primary  Geography textbook scheme. In 2014 he won an award for his work on  devising and Teaching Geography Creatively (Routledge), a  resource book for teachers.He is currently based at Canterbury Christ  Church University where he is a Visiting Lecturer in Sustainability and Education. You can follow him on twitter @StephenScoffham

tty7hjr7_400x400Dr. Paula Owens is an education consultant and author. Along with Stephen, she is the co-author of Bloomsbury Curriculum Basics Teaching Primary Geography. Her career has spanned teaching and leadership in primary schools and curriculum development lead for the Geographical Association. You can follow her on twitter @Primageographer

Bloomsbury Curriculum Basics: Teaching Primary Geography is available to purchase here 

 

Castles in the Air

Using the past as a springboard for young writer by Paul Mason

The idea for the book came while walking the grounds of Walmer Castle in Kent.  What would it be like, my daughter asked, to sneak in and live there?  I spent the afternoon taking in the thick walls, and deep, grassy moat; the Duke of Wellington’s bedroom with its camping cot, the row of cannons pointing out to sea, the pair of Wellington boots—scribbling down notes, possibilities, real detail.

A Gibbon quote comes to mind: “There is more pleasure to building castles in the air than on the ground.”  I often like to use one to inspire the other. The past can provide young writers with a powerful springboard.

I took a class to visit a scale replica of a steerage deck on an 1840’s immigrant ship. They perched on bunks in the dimly lit deck as it rocked back and forth, listening to the waves crash, the boards creak. They pictured the hard yards of the early settlers, and put down some evocative description.

Here in New Zealand, a trip to a marae can be a source of inspiration. The wharenui or meeting house often symbolises an ancestor–with a beam for the spine, rafters for ribs and the heart represented by a strong post.  Carvings inside usually tell stories of those that have gone before, great leaders and navigators. (Check the local tikanga or rules before visiting.)

Of course, the past can creep into the classroom too.  I once brought in an old travelling chest.  The students could look and touch the worn leather, but weren’t allowed to open the lid.  What hid inside? Who did the trunk belong to? Where were they travelling? What would they themselves pack in the trunk if they were going on a long journey?

An inquiry into family history began with a mini-museum of personal heirlooms. An old hat that belonged to granddad. A medal. A treasured photograph. The young writers made them breathe in poems and stories. Given the chance, castles in the air can begin here on the ground.

Paul Mason is a former primary school teacher. He writes fiction for Bloomsbury Education including the Skate Monkey series which has two new titles, The Cursed Village and Fear Mountain, publishing in January 2017.

Andrew Brodie’s Top Ten Summer Holiday Tips!

Andrew Brodie is a popular and trusted name amongst teachers and parents. He has been producing best-selling educational books since 1992, is still very much involved in education and has a wealth of experience as a head teacher and in coaching children to pass the national tests.

Parents frequently ask me how they can help their child during the long summer holidays.  Here are my ten top tips.

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  • Enjoy the great outdoors. Talk about what you see: trees, flowers, birds – if you’re not sure what they are look them up together in books or using the internet.  Give points for different species: 10 points for a blackbird, 20 points for a swan, a thousand points for a golden eagle!  Who can gain most points in a day?
  • Plan your days out together. This gives another opportunity for researching information.  Where would you like to go? What would you like to do?  The National Trust for example has plenty of wide, open spaces to explore, houses packed with history and, quite often, exciting play areas.
  • Work out costs. What price is entrance to a park for adults and for children?  What is the total cost for your family?  How much will be left over out of your bbrodie2udget of £20, £50 or £100?
  • Go to places that cost nothing! Beaches, woods, hills are nearly all free!
  • Plan your journeys using public transport. Where can you catch a train or bus?  Where will the train or bus take you? How far will you have to walk?  What will be the total cost of the journey?
  • Plan your journeys by car. Look at maps, road atlases or the internet.  Which route will you take?  Which towns will you pass through or go near?  Which counties will you travel through?  How long should the journey take?
  • Encourage your child to read for a short while every day. This should NEVER be a chore!  Enjoy reading stories together or finding out new facts from non-fiction materials.
  • Suggest that your brodie3child writes something every day. Again, try to avoid this being a chore by only expecting a very small amount: for example, suggest one sentence to summarise the day or one sentence to describe the best bit!  Without pressure, your child may decide to write more.
  • Prepare meals together, taking the opportunity to measure out ingredients using grams for weights and millilitres for liquids.
  • Keep up the multiplication tables practice but keep the activity short. Your child may enjoy the challenge of reciting a particular table in less than brodie5one minute, or thirty seconds, or even faster.

 

Of course, you will have lots of other ideas for activities that
suit your own family life.  Above all, make sure that you all enjoy the summer.

Check out the Andrew Brodie book series here

More information on Andrew Brodie’s Apps can be found here 

For even more summer holiday ideas see our Pinterest Board

 

New and exciting books from Bloomsbury Education…

Today marks the release of an exciting range of titles from Bloomsbury Education. From thrilling historical adventures to fiction that will grab the attention of the most reluctant readers to a brilliantly witty and engaging collection of poetry.

Don’t panic teachers! We’ve not forgotten you! Get ahead of the game this year and grab one of our great new resource books, guaranteed to get ideas flowing and unbeatable lessons planned.

See below for more details on each new title and  don’t forget to follow us on Twitter @BloomsburyEd for details about our new titles, giveaways and more!

Land of the Gods

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“If they were Romans I was done for: they’d tear me apart, bit by bit, and enjoy doing it…”

When Lucan sees a legion of Roman soldiers near his village it definitely makes sense to hide. But hiding in a wagon could prove to be a dangerous mistake. And falling asleep in the wagon is not the best idea that Lucan has ever had.

Trapped as a Roman slave, can Lucan find his way home… and does he even want to? Find out more here

The Bet

The BetEveryone wants to go on the school trip but no one can afford it. Ed, Zac, Becca and Kat decide to try and work for the money. Soon, it is boys versus girls in a bet to see who can raise the most and that’s when the trouble starts. One thing’s for sure; the competition starts here!

Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, The Bet is aimed at readers aged 11+ and has a manageable length (72 pages) and reading age (9+).                                                                  Find out more here

Sea Wolf

9781472924889Maya’s little brother Ethan is always telling stories about the Sea Wolf, the monster in the sea around Black Rock. Maya doesn’t believe Ethan’s lies but she does believe the sea is dangerous so, when Ethan tries to prove he can kayak to Black Rock, she knows she has to try to save him. Will either of them make it back from the dark and deadly sea?

Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, Sea Wolf is aimed at readers aged 9+ and has a manageable length (64 pages) and reading age (7+). Find out more here

It’s Not My Fault!

Not my faultJoin poets Roger Stevens and Steven Withrow for this magical mixture of poems. Sometimes funny, sometimes serious there’s something here for everyone. Just remember though – whatever happens…
it’s not my fault! Find out more here

 

 

 

 

Bloomsbury Curriculum Basics: Teaching Primary Computing

9781472921024Computers are just for playing games, right? Many of your pupils will think so. It may be a cultural shift for both the pupils and their parents to change that perception of computing. However, the learning gained from the ‘games’ played on computers in the primary classroom is paramount.

The teaching ideas in this book use mostly free tools, which operate across the many platforms that primary schools use. Based on the National Curriculum, the book is split into year groups, and each chapter offers practitioners an essential summary of all the information and vocabulary they need to successfully implement the activity in the classroom. Find out more here

A Creative Approach to Teaching Spelling

9781472922458A Creative Approach to Teaching Spelling will help teachers address the spelling targets of the new English curriculum and can also be used to support and enhance the growing range of phonic based spelling programmes currently used within schools. It provides a basic summary of the major developments in the teaching of spelling over the last 40 years and outlines current research and approaches. The renewed emphasis on phonic knowledge as a key element of all reading and spelling programmes is highlighted, as are those additional complimentary approaches to teaching spelling that are supported by current research.

The games and activities will help to develop and embed children’s phonological awareness, phonic knowledge and auditory memory. Find out more here

The Little Book of my Neighbourhood 

9781472925077.jpgThis book provides suggestions for activities and visits in your local neighbourhood, together with plans and advice on how to fully explore the area around your setting. Extend the learning with fun follow-up ideas that will encourage you to explore further afield. All activities link to specific aspects of the curriculum areas and early learning goals.

Topics include local space, walks, talks from community members, visits and games, stories and songs. Find out more here

 

 

Bye Bye Billy – Creating Characters in Poetry

By Roger Stevens, poet and co-author of ‘It’s Not My Fault’

The summer holidays are here at last. And I expect you will all be outside enjoying the sunshine, running about in the fields chasing cows or investigating rocky pools at the seaside and hiding crabs in Grandpa’s shoes. Anyway, they are all the things I loved doing when I was at school. The only problem in the long summer school holiday was when my friends went away, to Spain or somewhere exotic like Bognor, and I was still at home. Then I had no one to play with. So I invented an imaginary friend. My imaginary friend was called Billy. He was very different from me. I was very good when I was a child and I never did ANYTHING naughty and I NEVER got in to trouble. But Billy was always getting up to mischief.

Bye Bye Billy

Roger Stevens

Billy left my bedroom in a mess
Billy hid the front door key
Billy posted Mum’s credit cards through the floorboards in the hall
Billy ate the last jam doughnut
Billy broke the window with his ball
Billy forgot to turn off the hot tap
Billy put the marbles in Grandpa’s shoe
Billy broke Dad’s ruler seeing how far it would bend
But now I’m twelve and Billy’s gone
I’ll miss my imaginary friend

The poem’s from our new book, It’s Not My Fault. It makes a good model poem. You could try it with your own children, nephews, nieces, grandchildren or neighbour’s children (when they get bored playing on their i-devices) – or with your class, back at school.

First, start with a few character details. When I do this in a class, often as a prelude to writing a story, I ask a series of questions and encourage the children to write the answers quickly, without thinking about them too much. Is your friend a he or a she? How old is your friend? Is your friend big, small, short or tall? Is your friend blond or dark? What hobbies does your friend have? Is your friend a human? What is his/her name?

Next, I ask the children to make a list of all the things that they would LIKE to do – but are not allowed. This works well either as a class activity, or in small groups, as one idea can spin off another idea. Encourage the children to be as naughty and outrageous as possible; although you will probably need to discourage violent or rude ideas. Tell them you are looking for “clever” ideas rather than simply introducing the word “poo” into the list whenever possible for cheap laughs. They could talk about things that actually happened in their own families.

Now choose the best of the ideas and write them in a list. Look at the list and rearrange the events in the best order. It might end with the most outrageous thing, for example.

My poem ends with the narrator growing up, and Billy leaving. And so you might discuss ways for them to end their poem. Finally, check for spelling and read the poem out loud. It should have a nice flow and sound to it.

And in the meantime, enjoy the sunshine, and chasing the cows. Have a great summer.

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